Stage 2 Physical Education

Assessment Type 1: Practical

School:____________________________________________________________
Students Name:____________________________________________________

Specific
features

Specific skills

PSA1
Proficiency in
the performance
of physical
activities, with
reference to
specific skill
criteria.

Service
Ability to consistently:

Serve consistently with placement and control

deep to back of court, near service line with
variation of speed

PSA2
Interpretation
and application
of skills, specific
concepts, ideas,
strategies, and
techniques, in a
practical context.

Return of Serve
Ability to consistently:

Return service consistently, demonstrating

variety down the wall and across the court,
overhead, forehand and backhand shots
Shot Selection
Ability to consistently:

Use appropriate shots according to court

position demonstrating cross-court, down the
line, boast, drop and over head shots
Game Play
Ability to consistently:

Apply appropriate tactics and strategies by

controlling the T, keeping opponent moving

Attack and defend using efficient footwork,

change pace of play and effectively recover as
appropriate to game situation

Demonstrate safe movement and application

of rules, including let calls
Game Play: Fitness
Ability to consistently:

Page 1 of 3

Specific skills

The following specific skills criteria are to be used by teachers in competition or game situations to
inform their judgments against the performance standards in the subject outline:

Specific
features

Specific Skills Criteria: Squash

Grade
Level

Maintain effective stroke production, court

movement and concentration in matches

Umpiring
Ability to consistently:

Apply appropriate calls by applying rules

confidently and correctly, including let calls

Grade
Level

IC1
Initiative, selfreliance, and
leadership in
practical
activities.
IC2
Interpersonal
and
collaborative
skills in team
situations.

Independence
Ability to consistently:

Act independently to demonstrate initiative and

improvement where appropriate (e.g. practice
drills, games, equipment handling etc.)
Leadership / Initiation of tactics
Ability to consistently:

Use tactics effectively in game situations to

demonstrate leadership and understanding of
game strategy

Demonstrate leadership in a variety of

situations
General Contribution
Ability to consistently:

Perform specialist roles contributing to the

morale and etiquette of the sport through
appropriate communication

Demonstrate determination and perseverance

in all practical tasks

Work collaboratively in various scenarios to

improve individual and/or team performance

Specific Skills Criteria Squash

Ref: A153381 (December 2013)
SACE Board of South Australia 2013

Stage 2 Physical Education

Assessment Type 1: Practical

Criteria: Squash

Specific Skills

Performance Standards for Stage 2 Physical Education

Knowledge and
Understanding

Practical Skills
Application

Initiative and
Collaboration

Critical Analysis and Evaluation

In-depth knowledge, informed

understanding, and accurate
application of physical education
concepts relevant to specific physical
activities.

A high level of
proficiency in the
performance of physical
activities, with
reference to specific
skills criteria.

A proactive approach
to demonstrating
initiative, selfreliance, and
leadership in
practical activities.

Thorough and insightful critical analysis of

practical techniques and performance.

Clear and accurate knowledge and

understanding of appropriate
terminology.

Accurate interpretation
and proactive
application of skills,
specific concepts,
ideas, strategies, and
techniques, in a
practical context.

Constructive and
confident
interpersonal and
collaborative skills in
team situations.

Well-considered knowledge, informed

understanding, and thoughtful
application of physical education
concepts relevant to specific physical
activities.

Proficiency in the
performance of physical
activities, with
reference to specific
skills criteria.

Well-considered knowledge and

understanding of exercise physiology,
the biomechanics of human
movement, and skills acquisition.

Capable interpretation
and active application
of skills, specific
concepts, ideas,
strategies, and
techniques, in a
practical context.

An active approach
to demonstrating
initiative, selfreliance, and
leadership in
practical activities.

In-depth knowledge and

understanding of exercise physiology,
the biomechanics of human
movement, and skills acquisition.

Mostly clear knowledge and

understanding of appropriate
terminology.

Considered knowledge, informed

understanding, and competent
application of physical education
concepts relevant to specific physical
activities.

Competent
performance in physical
activities, with
reference to specific
skills criteria.

Considered knowledge and

understanding of exercise physiology,
the biomechanics of human
movement, and skills acquisition.

Competent
interpretation and
application of skills,
specific concepts,
ideas, strategies, and
techniques, in a
practical context.

Competent knowledge and

understanding of appropriate
terminology.

Recognition and some understanding

and application of physical education
concepts relevant to one or more
specific physical activities.
Recognition and some understanding
of aspects of exercise physiology, the
biomechanics of human movement,
and/or skills acquisition.
Recognition and some understanding
of basic terminology that may be
appropriate.

Confident
interpersonal and
collaborative skills in
team situations.

Generally effective
demonstration of
initiative and selfreliance, and some
contribution to
leadership in
practical activities.
Appropriate
interpersonal and
collaborative skills in
team situations.

Highly discerning evaluation of the relevance

of principles and concepts to a given situation.
Perceptive and critical analysis and evaluation
of an issue related to physical activity and
clearly relevant to local, regional, national, or
global communities.
Thorough and focused use of information from
different sources, with appropriate
acknowledgment.
Detailed critical analysis of practical techniques
and performance.
Logical evaluation of the relevance of
principles and concepts to a given situation.
Critical analysis and evaluation of an issue
related to physical activity and relevant to local,
regional, national, or global communities.
Mostly focused use of information from
different sources, with appropriate
acknowledgment.

Some critical analysis of practical techniques

and performance, with a tendency to rely on
description.
Generally clear evaluation of the relevance of
principles and concepts to a given situation.
Some critical analysis and evaluation of an
issue related to physical activity that has some
relevance to local, regional, national, or global
communities.
Competent use of information from different
sources, with appropriate acknowledgment.

Some competence in
aspects of the
performance of physical
activities, with
reference to specific
skills criteria.

Occasional
demonstration of
initiative and selfreliance in practical
activities, with
support.

Some consideration and basic description of a

narrow range of practical techniques and
performance.

Inconsistent
interpretation and
application of skills,
specific concepts, or
ideas, in a practical
context.

Occasional
demonstration of
collaborative skills in
team situations, with
some use of
interpersonal skills.

Basic description of some aspects of an issue

related to physical activity but with limited
relevance to local, regional, national, or global
communities.

Some consideration of the relevance of

principles and concepts to a given situation.

Some use of information from more than one

source, with attempted acknowledgment.

Page 2 of 3
Specific Skills Criteria Squash
Ref: A153381 (December 2013)
SACE Board of South Australia 2013

Stage 2 Physical Education

Assessment Type 1: Practical

Criteria: Squash

Specific Skills

Knowledge and
Understanding

Practical Skills
Application

Initiative and
Collaboration

Critical Analysis and Evaluation

Limited awareness and application of

one or more physical education
concepts.

Limited performance in
one or more physical
activities, with
reference to specific
skills criteria.

Some recognition of
the need for
initiative, selfreliance, or
leadership in
practical activities.

Identification and some limited description of

one or more practical techniques or
performance.

Limited awareness of aspects of

exercise physiology, the biomechanics
of human movement, or skills
acquisition.
Limited awareness of basic
terminology that may be appropriate.

Emerging ability to
interpret or apply skills,
specific concepts, or
ideas, in a practical
context.

Emerging
collaborative skills in
team situations, with
limited use of
interpersonal skills.

Recognition of the need to consider the

relevance of principles and concepts for a
given situation.
Disconnected description of an issue related to
physical activity.
Attempted use of information from a source,
with limited acknowledgment.

Page 3 of 3
Specific Skills Criteria Squash
Ref: A153381 (December 2013)
SACE Board of South Australia 2013